THE RELATIONSHIP BETWEEN LEARNER-CENTERED UPBRINGING AND STUDENTS’ INTRINSIC MOTIVATION IN UZBEKISTAN’S SCHOOLS

Abstract

This article analyzes the theoretical and practical foundations of a learner-centered approach in developing students’ intrinsic motivation within the educational system of Uzbekistan. The study explores the psychological aspects of self-awareness, inner needs, and the interaction between teachers and students. It emphasizes that implementing a learner-centered approach increases students’ intrinsic interest in learning, independent thinking, and creative engagement. Furthermore, the paper concludes that the teacher’s pedagogical culture and a supportive communication environment play a vital role in fostering students’ self-development and academic growth.